外国小说在统编版高中语文教材中占有重要的地位，学习外国小说可以提升学生的比较思维能力、审美鉴赏能力和跨文化交流能力，最终提升学生的核心素养。但是，当前的一线教学存在很多问题，比如忽略了学生学习的兴趣和需求、传统小说教学割裂了学生对小说的整体认识等，笔者根据《普通高中语文课程标准（2017年版2020年修订）》中的文学阅读与写作任务群、跨文化专题研讨任务群和外国作家作品任务群的理念和要求，以呼和浩特市X中学为例，分析当前高中外国小说教学存在的问题并进行基于叙事学理论的教学效果研究，期望给一线教师的教学提供新的指导。

本研究主要包括两个研究问题，一是基于叙事学理论的高中外国小说教学现状如何？二是基于叙事学理论的高中外国小说教学效果如何？本研究有三个目的，一是了解当前外国小说的教学现状，二是通过对照实验，明确基于传统小说三要素和基于叙事学理论进行外国小说教学效果有何区别，三是讨论和建议，对当前的高中外国小说教学提供建议，更新教师的教学理念和方式。

本研究主要采用问卷调查法、访谈法、内容分析法和实验法，在研究问题一中，选取呼和浩特市X中学高二年级410名学生作为问卷调查对象、分析高二年级五位教师的教案（《装在套子里的人》）以及对这五位教师进行访谈；在研究问题二中，笔者根据班级学生的能力水平，选取两个普通班分别作为对照班和实验班，制定了课堂观察量表、表现性评价量表以及前后测，以此分析基于叙事学理论和基于传统小说三要素的外国小说教学的差别，为了更进一步地了解学生的课堂体验感和获得感，笔者采用分层随机抽样的方法，选取了6名同学作为访谈对象。研究结果表明：

（1）研究问题一包括两个子研究问题，子研究问题一说明学生学习高中外国小说的现状表现为：一是学生的阅读高中外国小说的兴趣高，二是学生的阅读方法程式化、三是学生阅读外国小说缺乏理论指导；子研究问题二表明教师教学高中外国小说的现状表现为：一是教师关于外国小说及教学的知识体系有待更新，二是教师有关叙事学理论的小说教学素养有待加强，三是教师基于传统小说三要素教学方式普遍且难以满足学生需求。

（2）研究问题二表明基于叙事学理论的高中外国小说教学效果，与基于传统小说三要素的教学效果相比，在倾听、互动、生成、能力、思维操作、结论的正确性、迁移能力方面都高于对照班。

基于上述研究结果，笔者对外国小说教学提出了相关的讨论和建议。

Foreign novels occupy an important position in the unified Chinese textbooks for senior high schools. Learning foreign novels can improve students' comparative thinking ability, aesthetic appreciation ability and cross-cultural communication ability, and ultimately enhance students' core literacy. However, there are many problems in the current front-line teaching, such as ignoring students' learning interests and needs, and the traditional novel teaching has separated students' overall understanding of novels. According to the concepts and requirements of literary reading and writing task groups, cross-cultural thematic discussion task groups and foreign writers' works task groups in the Chinese Curriculum Standard for Ordinary Senior High Schools (revised in 2017), the author takes X Middle School in Hohhot as an example to analyze the existing problems in the current foreign novel teaching in senior high schools and conduct narrative-based research.

This study mainly includes two research questions, one is the research on the current situation of foreign novel teaching in senior high school based on narratology theory, and the other is the research on the teaching effect of foreign novel in senior high school based on narratology theory. This study has three purposes: first, to understand the current teaching situation of foreign novels; second, to clarify the difference between the teaching effect of foreign novels based on the three elements of traditional novels and the narrative theory through comparative experiments; third, to discuss and suggest, so as to provide suggestions for the current teaching of foreign novels in senior high schools and update teachers' teaching concepts and methods.

This study mainly adopts the methods of questionnaire survey, interview, content analysis and experiment. In the first research question, 410 students in Grade Two are selected as the survey objects, and the teaching plans of five teachers in Grade Two (The Man in the Condom and Metamorphosis) are analyzed and interviewed. In the second research question, the author selects two ordinary classes as the control class and the experimental class, respectively, and develops the classroom observation scale, the performance evaluation scale and the pre-and post-test to analyze the differences between foreign novel teaching based on narratology theory and traditional novel. In order to further understand the students' sense of classroom experience and acquisition, the author adopts the method of stratified random sampling to select.Six students were interviewed. The research results show that:

(1) The first research question shows that at present, front-line teachers do not pay attention to the different schools of novels and the requirements of students' learning, interests and abilities, and still teach foreign novels based on the three elements of novels, without introducing new literary theories to interpret novels, resulting in the problems of rigid novel teaching and low interest of students.

(2) The second research question shows that it is feasible to teach foreign novels based on narratology theory, which can promote the development of students' thinking, help students update the schema of reading foreign novels and realize a deep understanding of novels. Based on the above research results, the author puts forward some relevant discussions and suggestions on the teaching of foreign novels.